Ethnic
Studies 114: 3 Units
ASIAN AMERICANS & GLOBALIZATION
SPRING 2012
Professor: James Sobredo, Ph.D.
Lecture/Discussion: ETHN_114_84467_Tues.Thr. 9 -
10:15 am, ARC 1008
Office Hours: Amador Hall 563A, Hours. Tues.12:00
– 1:20 pm & 3-4:30 pm
*Every 2nd Fri. of MONTH = Friday, 10:00 am - 1 pm (no
office hours on Tues.)
Telephone: (916) 278-7566 & Web Address: http://www.csus.edu/aas/sobredo
CATALOG DESCRIPTION
ETHN 114. Asian Americans and
Globalization. An examination of the Asian American immigration
within the context of the larger Asian global migration. Emphasis will be
placed on the period from the 16th century to contemporary Asian global
migration. A critical examination of the perspectives on the Pacific region and
how the economic, social, political and historical forces affected migration
and the formation of Asian global communities. 3 units.
*Fulfills the GE Requirement for Area D1B: World Cultures (3 units).
No prerequisites.
*DROPPING Prof.
SobredoÕs ETHN or any class at Sac State:
The Professor is NOT responsible for ADDING or
DROPPING you from
this course or any other course. It is YOUR RESPONSIBILITY to file the appropriate
paper work with the RegistrarÕs Office to add or drop Dr. SobredoÕs ETHN or any other
class.
* For more INFO on dropping
individual classes, see: http://www.csus.edu/acad/faq/drp.stm
Course Description
The General Education
Area D1b World Cultures objectives of this course to:
1.
Exposes
students to an analysis of political, social, and economic institutions of
societies other than the United States. [In the case of western or central Europe,
this analysis should not be limited to a single country.]
2.
May
include a historical component. [The primary emphasis of the course is on the
20th century, with significant attention to the post-1945 period, thus
emphasizing the "contemporary" nature of this category.]
3.
Is broad
in scope and not limited to one institution or social process.
4.
Develops
an understanding of and appreciation for the diversity of the human community.
5.
Presents
the contributions and perspectives of women; persons from various ethnic,
socio-economic, and religious groups, gays and lesbians; and persons with
disabilities. [At least two of these groups should be included in the course.]
6.
Includes
a writing component described on course syllabus.
LEARNING
OBJECTIVES
The objectives of this
specific course are to:
1.
Provide
students with an understanding and analysis of Asian migration within a global
context (GE objectives 2, 4 & 5).
2.
Examine
and analyze the social, economic, and political context within which Asian
migration and community formation occurs (GE objectives 1-5).
3.
Understand the
similarities and differences of the migration experience of Asians globally (GE
objectives 1-5).
4.
Provide
students with analytic and critical thinking skills and how to apply them in
analyzing social, economic and political phenomenon (GE objectives 1-2, 4-6).
5.
Provide
students with skills to plan and conduct social science research ((GE
objectives 4-6).
6.
Improve
writing skills so students can more effectively communicate their ideas and
interpretations of scholarly literature (1-2, 4-6).
By the end of the
class, students will be able to:
1.
Understand how
globalization causes Asian global migration.
2.
Describe the
social, economic and political institutions in Asian countries and how they cause
Asian migration.
3.
Describe the
global migration patterns of Asian migrations—from their countries of
origin to their countries of destination.
4.
Compare and
contrast the immigration experience and settlement of Asians globally with that
of Asian American immigrants.
5.
Compare and
contrast the unique immigration experience and settlement of Asian women
globally.
6.
Utilize and
apply social science theory through the research and writing of Asian American
history.
COURSE
REQUIREMENTS
In order to pass the class, students must complete all the
midterms, the majority of the essay writing assignments, and oral history
projects. Students are also expected to attend all the class lectures, arrive
to class on time, participate in the majority of the on-line class activities
and discussions, and are responsible for all the readings and lectures. ETHN
114 students are required to have a CSUS e-mail account (free too all CSUS
students) and participate in all the class activities and discussions.
No
special materials needed other
than the course textbook, notebook for notes, internet/computer access, your
CSUS e-mail account, and your listening and thinking skills.
ASSESSMENT & GRADING
|
2 Midterm Exams |
200 pts |
2 Midterms (100 pts
each): T or F, multiple-choice, fill-in-the-blanks, and short essay (500
words). |
|
50 pts |
Oral History interview,
narrative, & photos. (a)
Oral History Narrative [20 pts]: 1,200 words (minimum), single-spaces
(do a word count on your computer and write down the number of words). *Due:
Last day of class, IN CLASS at beginning of class time. (b)
Transcript [20 pts]: 5 full pages of transcript, single-spaced,
typed—see online example. *Due: Last day of class, IN CLASS at
beginning of class time. (c)
Photos [10 pts]: provide 5 photos (color photo copies) with appropriate
captions & explanations (who, what, where, when, why/how). *Due:
Last day of class, IN CLASS at beginning of class time. |
|
|
In-Class
Discussion, Short Assignments & Participation |
50 pts |
50 pts. CLASS DISCUSSIONS & IN-CLASS WRITING
ASSIGNMENTS. 50 pts. Students will be evaluated on their small group
discussion sessions, in-class writing assignments & participation. |
|
Total |
300 pts |
|
GRADING SCALE 300 pts Total
300-282 points....
A, 281-270...A-, 269-260... B+, 259-250...B, 249-240...
B-,
239-230...C+, 229-220...C, 219-210...C-, 209-179...D, 178 and below...
"E" [not passing]
EXAMS.
The Multiple-choice, T/F, Fill-in-the-blanks parts of the EXAM have only ONE
answer and are graded accordingly as correct or incorrect. For the ESSAY part of the exam, I
assign a letter grade to your essay, which is then converted to the
corresponding number grade.
*Note there is a 1,500-word GE writing component (graded
formal writing) required for this upper-division GE class: Two exams (500 words
x 2 = 1,000 words total), Oral History narrative (1,500 words) and Transcript
(5 pages). Thus, the writing component of this class exceeds the GE writing
requirements.
*Computer literacy & database
research component: Use
the Library database to find and download the assigned journal article and
newspaper readings: http://db.lib.csus.edu/databases/.
*See Reference Librarian if you need more assistance.
|
LETTER
GRADE |
What it means as applied
to your work (definition). |
|
A |
Exemplary
achievement of the course
objectives. In addition to being clearly and significantly above the requirements,
work exhibited is of an independent, creative, contributory nature. |
|
B |
Superior
achievement of the course
objectives. The performance is clearly and significantly above the
satisfactory fulfillment of course requirements. |
|
C |
Satisfactory
achievement of the course
objectives. The student is now prepared for advanced work or study. |
|
D |
Unsatisfactory
achievement of course
objectives, yet achievement of a sufficient proportion of the objectives so
that it is not necessary to repeat the course unless required to do so by the
academic department. |
|
F |
Unsatisfactory
achievement of course objectives to an extent that the student must repeat
the course to receive credit. |
Required Texts and Course Materials
1.
Sucheng Chan, Asian Americans:
An Interpretive History (Boston: Twayne Publishers, 1991).
2.
Martha
Nussbaum, The
Clash Within: Democracy, Religious Violence, and IndiaÕs Future (Cambridge:
Harvard/Belknap Press, 2007).
3.
Rhacel Salazar
Parrenas, Servants
of Globalization: Women, Migration, and Domestic Work (Stanford: Stanford
University Press, 2001).
4.
Articles on
Library Database: Articles on the
reading list are available for reading or downloadable as a PDF file at the Sac State Library database: http://db.lib.csus.edu/databases/.
*See Reference Librarian for assistance.
TENTATIVE SCHEDULE
COURSE
OUTLINE & READINGS: 15 weeks
ASIAN AMERICANS
& GLOBALIZATION
|
Week 1 |
Introduction: Defining World Trade
and Globalization *Introduction to the Course |
|
|
*READINGS:
|
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|
|
|
Week 2 |
Context of Chinese Migration *Analysis of how
migrations changed
the structure of traditional families, community and society * Analysis of the effects
of emigration on political and economic institutions |
|
|
*READINGS:
|
|
Week 3 |
Chinese Migration & Settlement
in Asia Pacific *Examines the social,
political, economics institutions in the Philippines, Hawaii, and California
and how they affected the family and community formation of Chinese |
|
|
*READINGS á
Chan, pp.
3-8, 25-35, 45-51, 63-67, 81-83, 89-92, 94-98 á
ÒA Comparative Study of the Assimilation of
the Chinese in New York City and Lima, PeruÓ (Comparative Studies in Society and History,
Vol. 20, No. 3, July 1978)—the article is downloadable through the CSUS
Library database. |
|
Week 4 |
Japanese Migration in Asia Pacific *Examines and analyzes
social, political and economic institutions in Japan and how the changes in
these institutions caused
individuals, families and kinship members of a community to migrate from
Japan to Hawaii and the United States in the 20th century. |
|
|
*READINGS: Chan, pp.
8-15, 35-38, 52-53, 68-73 *Review of Oral History Research
Project |
|
Week 5 |
Colonial Subjects: Korea, India,
Philippines
|
|
|
*READINGS: á
Chan, pp.
18-23, 41, 74-75, 94 á
Chan, pp.
17-18, 25, 37, 39-41, 53, 55-57, 60 |
|
|
|
|
Week 6 |
Contemporary Patterns of Asian
Global Migration *Examines the major
difference between pre-1965 and post-1965 Asian immigration and how these
trends are also reflected globally *Examines and analyzes
the recent
changes
in global economics and politics, particularly changes that have occurred at
the institutional level *Examines how these
changes affected individuals, families and communities in Asia and caused
their out-migration |
|
|
*READINGS: á
Timothy Fong
& James Sobredo, ÒAsian Global Migration and Transnationalism Revisited,
16th - 21st
CenturyÓ in The
Borders in Us All: Global Approaches to Three Diasporic Societies, edited
by William A. Little, et al (Northridge, CA: New World African Press, 2005) *Library
RESERVE |
|
|
*
* * Mid-term I (6th week): Tuesday, 2 October 2012 * * *
|
|
Week 7 |
Contemporary Transnational Chinese
Diaspora (Part A) *Examines and analyzes
the social, political and economic context of the migration and community
formation of Chinese entrepreneurs in the Philippines, Germany, and
Italy—this section briefly examines Philippine, German and Italian
societies and their social, political and economic institutions |
|
|
*READINGS:
á
"Conceptualizing
Chinese Diasporas, 1842 to 1949," Adam McKeown, The Journal of Asian Studies, Vol. 58,
No. 2. (May, 1999) —the article is downloadable through the CSUS
Library database. |
|
Week 8 |
Contemporary Transnational Chinese
Diaspora (Part B) *Analyzes and discusses
the concept of Chinese ÒtransnationalÓ families, businesses and political institutions *Compares and contrasts
the experience of Chinese entrepreneurs in the Philippines, Germany and Italy
with the experience of Chinese American entrepreneurs in California. How are
their social, political and economic institutions similar and/or different? |
|
|
*READINGS: á
ÒNew Chinese Migrants in Italy,Ó Antonella Ceccagno, International Migration, Vol. 41:3 (2003)
—the article is downloadable through the CSUS Library database. á
ÒChinese Migration to Germany: A Story RetoldÓ
(Chpt. 2) and ÒChinese Restaurants: More than Just Chinese CultureÓ (Chpt.
6), Maggi Wai-Han Leung, in her book Chinese Migration in Germany: Making Home in
Transnational Space (Frankfurt am Main: IKO-Verlag fŸr Interkulturelle
Kommunikation 2004). *Library RESERVE |
|
Week 9 |
Contemporary Transnational Filipino
Diaspora (Part A) *Examines and analyzes
how globalization and recent changes in Philippine social, political and economic
institutions caused
the continuing migration of Filipinos
*Examines the social and
economic institutions
formed by Filipino women in the domestic service sector of Hong Kong and
Italy (Rome) *Compares and contrasts
the experience of Filipino women in Italy and Hong Kong with that of Filipino
women working in the domestic service industry in Los Angeles, California
(ParrenasÕs book). How are their social, political and economic institutions
similar and/or different? |
|
|
*Readings: á
Servants of
Globalization: Women, Migration, and Domestic Work, Parrenas, ÒIntroductionÓ and Chapters 1-3. á
ÒHome Cooking: Filipino Women and
Geography of the Senses in Hong Kong,Ó Ecumene (2001, Vol. 8:3) —the
article is downloadable through the CSUS Library database. |
|
|
|
|
Week 10 |
Contemporary Transnational Filipino
Diaspora (Part B) *Examines and analyzes
the social
and economic institutions formed by Filipino women and men in Japan *Examines JapanÕs
ÒundergroundÓ institution (commercial sex and ÒentertainmentÓ industry and
ÒundesirableÓ/hazardous labor market) and the social institutions formed by
Filipino women and men in the illegal immigrant enclave of Kotobuki
(Yokohama) |
|
|
*Readings: á
Servants of
Globalization: Women, Migration, and Domestic Work, Parrenas, Chapters 4-7. |
|
Week 11 |
Indians in the Pacific (Fiji
Island) (Part A)
*Examines and discusses
the structure of the Indian caste system, the caste systemÕs Òdisintegration
and reformationÓ in Fiji, Girmitayas, Punjabi plantation workers, and
entrepreneurs from Gujarati |
|
|
*READINGS: á
The Clash
Within: Democracy, Religious Violence, and IndiaÕs Future, Nussbaum, Chapters 1-5. á
ÒThe Effects of Migration on the Establishment of Networks:
Caste Disintegration and Reformation among the Indians of Fiji,Ó Elizabeth
Grieco, International Migration Review, Vol. 32, No. 3
(Autumn, 1998) —the article is downloadable through the CSUS
Library database. |
|
Week 12 |
Indians in the Pacific (Fiji
Island) (Part B) *Examines and discusses
Indo-FijiansÕ secondary migration to California, New Zealand and Australia *Compares and contrasts
the experience of Indo-Fijians with that of Asian Indians in Northern California.
How are their social, political and economic institutions similar and/or
different? |
|
|
*READINGS: á
The Clash
Within: Democracy, Religious Violence, and IndiaÕs Future, Nussbaum, Chapters 6-10. á
ÒMigration and Transnational Families
in Fiji: Comparing Two Ethnic Groups,Ó Carmen Voigt-Graf, International Migration, Vol. 46:4, (2008)
—the article is downloadable through the CSUS Library database. |
|
|
* * * Mid-term II (12th Week): Thursday,
15 November 2012 * * *
|
|
Week 13 |
Asian Immigrants
in the Middle East (Saudi Arabia, Kuwait & Qatar)
(Part A)
*Examines
and analyzes Muslim society in Saudi Arabia, Kuwait, and Qatar and their
social, political and economic institutions. |
|
|
*READINGS: á
ÒAsian Women
Workers in Kuwait,Ó Nasra M. Shah, Sulayman S. Al-Qudsi, Makhdoom A. Shah, International
Migration Review, Vol. 25:3 (Autumn 1991) —the article is
downloadable through the CSUS Library database. á
ÒEast Asian
Migration to the Middle East: Causes, Consequences and Considerations,Ó L.
Huan-Ming Ling, International Migration Review, Vol 18:1 (Spring 1984)
—the article is downloadable through the CSUS Library database. |
|
|
* * *
THANKSGIVING BREAK: 22-25 November 2012 * * * |
|
Week 14 |
Asian
Immigrants in the Middle East (Saudi Arabia, Kuwait & Qatar)
(Part B) *Analyzes and discusses social
and economic institutions formed by Indian and Filipino construction workers
in segregated labor camps *Examines and analyzes
social and economic institutions formed by Filipino and Indian women working
in the domestic service sector *Compares and contrasts
the experience of Indians and Filipinos in the Middle East with those in
California. How are their social, political and economic institutions similar
and/or different? |
|
|
*READINGS: á
ÒAsian Labor Migration to the Middle East,Ó Fred Arnold and
Nasra M. Shah , International Migration Review, Vol. 18:2 (Summer, 1984)
—the article is downloadable through the CSUS Library database. á
ÒThe Relative
Economic Progress of Male Foreign Workers in Kuwait,Ó Sulayman S. Al-Qudsi
and Nasra M. Shah, International Migration Review, Vol. 25:1 (Spring, 1991)
—the article is downloadable through the CSUS Library database. |
|
Week 15 |
Summary *Compares and contrasts
the experience of Asian American immigrants with those global Asian
immigrants in the Asia Pacific region, Europe and the Middle East. How are
their social, political and economic institutions similar and/or different? *Discuss common themes
and connections to globalization, global migrations and the Asian American
experience |
|
|
*READINGS: no readings |
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CLASSROOM POLICIES
1. Only
medical and family emergencies will be considered as legitimate excuse by the
instructor. Unless prior arrangement has been made with the class instructor,
the professor does not accept late assignments.
2. The
professor does not
tolerate disruptive class behavior. For example, it is disruptive to come in
fashionably late, hold private conversations, let your cell phone ring or have
a cell phone conversation in class (turn off your cell phone, beeper, or put it on
silent).
3. Inappropriate
classroom behavior: It is disruptive to have a private conversation with
other students, to walk in ÒfashionablyÓ late to class (let me know ahead of
time if youÕre going to be late and go to the back of the class and quietly find a
seat). It is disruptive to the instructor if you fall asleep in class (this
particular instructor spends
many long hours
preparing for his class lessons)—let me know ahead of time if you work
nights/evenings or have children and other pressing responsibilities.
4. Professional
Ethics. Students are expected to behave and conduct themselves in a polite
and professional manner. The course instructor is to be addressed as ÒDr.
SobredoÓ or ÒProfessor Sobredo.Ó
5. Plagiarism.
The professor does not tolerate academic dishonesty--consult the CSUS Student
Handbook (http://www.csus.edu/admbus/umanual/UMA00150.htm)
for policies governing student conduct and responsibilities. It is the
studentÕs responsibility to understand what plagiarism is and how to provide
the appropriate and correct citation of ideas and sources that are not their
own. An ÒFÓ grade will be given to any student who plagiarizes by (a) passing another
personÕs idea or work as theirs or (b) failing to provide to provide the
appropriate citation for original theories/concepts, quotes or research
data—I will also write a letter about the incident to the Dean of Student
Affairs.
6. Unless
prior arrangements has been made with the professor, late work will be assessed
a 20 percent
reduction in grade.
7. The
instructor does not give "make-up" quizzes, exams or grade on a
curve.
9. Do not call or
email the instructor regarding homework assignments. All homework
assignments are available online, 24 hours a day, 7 days a week (24/7). Should
any mistakes occur regarding online postings of assignments, the instructor
will make the appropriate changes and adjustments.
10.
EXTRA CREDIT: The
professor will allow students no more than 1 (ONE) extra credit assignments
(short paper, 2 pages minimum)—submit
your work with your MIDTERM or on LAST DAY OF CLASS. [*Exceptions:
no extra credit work is accepted during the shortened online and summer
sessions.]
11.
Your final grade will
reflect your ability to follow these classroom policies, to follow and complete
class assignments, and to follow professional ethics.